Part One
Since I had just finished my historical inquiry paper on the aspects of the Great Depression, my favorite part was definitely the section devoted to the Great Depression. The photographs that they had on display were amazing, and I wish I had known about this exhibit for my paper! The photos offered a great insight on life in North Carolina during those long years.
Since I recently took the NC History class at State, none of the main events that were in the exhibit really surprised me. Seeing some events though in a video format, or in articles really gave me a better understanding of the events though, like the part that was dedicated to the Wilmington Riots. I had learned about this briefly in class, but watching the video, and reading the information that the museum had helped give me a better understanding and knowledge of that particular event.
Part Two
1. I definitely think that students should have a working knowledge of some key events that have happened in North Carolina. I think that this would be a great trip to go on either mid-year with students, or at the end as a fun way to recap what they have learned over the year. I would probably give my students a brief assignment beforehand in order to prep my students prior to their visit. It would be more of an expectation assignment though rather than any research based one. I would ask my students what type of information they think the exhibit would have, whether they thought they would be able to interact with the exhibit in any way, and then what they expected to learn and see while at the exhibit. This would ensure that my students were aware of what type of environment they will be going in to, and to prepare themselves for learning.
2. I think that I would provide my students with a combination worksheet/scavenger hunt to do while they were at the exhibit. This would ensure that the students looked at key points in the exhibit, and are actually paying attention to the exhibit itself.
3. The sections that I would focus on the most are some of the ones where the students can really interact with the exhibit. I would have them focus on what life was like for the Native Americans once the Europeans arrived, the pirates, where various European nationalities settled, battles of the Revolutionary War, the Robson House and what daily chores were like during this time period, the "Together" section that marks various aspects of life after the Revolutionary War, Choosing Sides (Loyalty to State or Country), Reconstruction, and Into the Modern Age. I think that these sections really highlighted what life was like during the various time periods that NC saw during its history. They all had great interaction displays as well to help students interact with what they are learning. Ideally I think that it would be great for the students to focus on all of the sections, but highlight the key points of each section for the students so that they come away with the key facts and ideas about each time period.
4. I think that I would create a timeline activity for my students to fill out while going through the exhibit. I would make it an easy fill in the blank one where students either fill in the year that the event occurred, or name the event that happened during that year. This once again would just help keep students focused on the exhibit and what they are reading, while providing them with information that they can refer to later on in back in the classroom.
An example would be: __ The wreckage of Blackbeard's ship Queen Anne's Revenge is found. The students would fill in the year that corresponds to this event description. The events would go in chronological order, as does the exhibit.
5. I would extend these activities back in the classroom by having students name their favorite section of the exhibit. Once they have done this they would create two columns: what they learned from the exhibit, and new questions they have based on what they learn (or what else they would like to learn, now that their interest has been piqued).Students could then research their interest further to answer any additional questions and present their findings to their classmates.
6. My number one concern with taking students to an exhibit such as this one that has vast exhibits, would be ensuring that all of my students stay within the one designated exhibit. Our museum is two stories, and it is also easy to simply leave the premise. I wouldn't mind the students walking around the one exhibit itself, even if they decide to walk backwards through it to revisit a section. I think that I would need several chaperons for a trip like this, and assign them a group of students to be in charge of. If not this, then I would definitely have them stand at the entrance and exit of the exhibit to make sure that no students leave unattended.
Part Three
If my students were to visit this exhibit, I would have them fill out an activity sheet such as this:
Since I had just finished my historical inquiry paper on the aspects of the Great Depression, my favorite part was definitely the section devoted to the Great Depression. The photographs that they had on display were amazing, and I wish I had known about this exhibit for my paper! The photos offered a great insight on life in North Carolina during those long years.
Since I recently took the NC History class at State, none of the main events that were in the exhibit really surprised me. Seeing some events though in a video format, or in articles really gave me a better understanding of the events though, like the part that was dedicated to the Wilmington Riots. I had learned about this briefly in class, but watching the video, and reading the information that the museum had helped give me a better understanding and knowledge of that particular event.
Part Two
1. I definitely think that students should have a working knowledge of some key events that have happened in North Carolina. I think that this would be a great trip to go on either mid-year with students, or at the end as a fun way to recap what they have learned over the year. I would probably give my students a brief assignment beforehand in order to prep my students prior to their visit. It would be more of an expectation assignment though rather than any research based one. I would ask my students what type of information they think the exhibit would have, whether they thought they would be able to interact with the exhibit in any way, and then what they expected to learn and see while at the exhibit. This would ensure that my students were aware of what type of environment they will be going in to, and to prepare themselves for learning.
2. I think that I would provide my students with a combination worksheet/scavenger hunt to do while they were at the exhibit. This would ensure that the students looked at key points in the exhibit, and are actually paying attention to the exhibit itself.
3. The sections that I would focus on the most are some of the ones where the students can really interact with the exhibit. I would have them focus on what life was like for the Native Americans once the Europeans arrived, the pirates, where various European nationalities settled, battles of the Revolutionary War, the Robson House and what daily chores were like during this time period, the "Together" section that marks various aspects of life after the Revolutionary War, Choosing Sides (Loyalty to State or Country), Reconstruction, and Into the Modern Age. I think that these sections really highlighted what life was like during the various time periods that NC saw during its history. They all had great interaction displays as well to help students interact with what they are learning. Ideally I think that it would be great for the students to focus on all of the sections, but highlight the key points of each section for the students so that they come away with the key facts and ideas about each time period.
4. I think that I would create a timeline activity for my students to fill out while going through the exhibit. I would make it an easy fill in the blank one where students either fill in the year that the event occurred, or name the event that happened during that year. This once again would just help keep students focused on the exhibit and what they are reading, while providing them with information that they can refer to later on in back in the classroom.
An example would be: __ The wreckage of Blackbeard's ship Queen Anne's Revenge is found. The students would fill in the year that corresponds to this event description. The events would go in chronological order, as does the exhibit.
5. I would extend these activities back in the classroom by having students name their favorite section of the exhibit. Once they have done this they would create two columns: what they learned from the exhibit, and new questions they have based on what they learn (or what else they would like to learn, now that their interest has been piqued).Students could then research their interest further to answer any additional questions and present their findings to their classmates.
6. My number one concern with taking students to an exhibit such as this one that has vast exhibits, would be ensuring that all of my students stay within the one designated exhibit. Our museum is two stories, and it is also easy to simply leave the premise. I wouldn't mind the students walking around the one exhibit itself, even if they decide to walk backwards through it to revisit a section. I think that I would need several chaperons for a trip like this, and assign them a group of students to be in charge of. If not this, then I would definitely have them stand at the entrance and exit of the exhibit to make sure that no students leave unattended.
Part Three
If my students were to visit this exhibit, I would have them fill out an activity sheet such as this: